SIMBA: Using Kolb’s Learning Theory in Simulation-Based Learning to Improve Participants' Confidence

Abstract

BackgroundSimulation via Instant Messaging- Birmingham Advance (SIMBA) delivers simulation-based learning (SBL) through WhatsApp and Zoom based on Kolb’s experiential learning theory. This study aimed to implement Kolb’s theory in practice during SIMBA adrenal session. MethodsKolb’s 4-stage cycle: concrete experience—simulation, reflective observation—discussion following simulation, abstract conceptualisation and assimilation of new information—Q&A and MCQs, and active experimentation—reflect on the acquired knowledge. Participants’ self-reported confidence levels pre- and post-SIMBA were analysed using Wilcoxon Signed Rank test. Key takeaway and feedback were assessed quantitatively and qualitatively in a thematic analysis. ResultsParticipants’ self-reported confidence improved significantly post-SIMBA in their approach to Cushing’s syndrome (p<0.0001) and adrenocortical carcinoma (p<0.0001). 93.9% (n=31/33) and 84.8% (n=28/33) strongly agreed/agreed the topics were applicable to their clinical practice and accommodated their personal learning style, respectively. 81.8% (n=27/33) reported increase in knowledge on patient management, and 75.8% (n=25/33) anticipated implementing learning points in their practice. ConclusionsSIMBA effectively adopts Kolb’s theory to provide best possible experience to learners, highlighting the advantages of utilising social media platforms for SBL in medical education. The ability to conduct SIMBA sessions at a low cost with high fidelity internationally paves way to engage more healthcare professionals worldwide.